Tag Archives: Teaching Methods

English Language Teaching in Saudi Arabia: A Book Review (Published)

English Language Teaching in Saudi Arabia: An Introduction is a book by Yousif A. N. Alshumaimeri published in 2019 in Riyadh, Saudi Arabia. The first part of the book provides an overview of the study of the English language. The second part analyses the various approaches and teaching methods used in English language instruction. At the end of each chapter, discussion activities for teachers and students are outlined. English is currently being taught in most public learning institutions worldwide. Despite this, there are not enough books available to assist international student teachers from various backgrounds and cultures with different first languages who are studying to be English teachers. Alshumaimeri’s book identifies several methods and approaches that can be used when teaching English, discusses their advantages and disadvantages and describes the roles of teachers and students in these methods. While it targets students of English, this book provides a rich history of teaching English as a foreign language in Saudi Arabia. These factors make the book relevant for student teachers of English.

Keywords: EFL, English language teaching, Saudi Arabia, Teacher Education, Teaching Methods, Undergraduate Students

Using Mixed Strategies and Techniques to Enrich and Enhance L2 Vocabulary Learning (Published)

Vocabulary plays an important role in any language. However, learning vocabulary is one of the challenges that learners face during the process of second language learning. This research paper aims to enrich teachers’ knowledge and improve their teaching methods in the area of vocabulary instruction. First, it discusses the issues that learners have in L2 vocabulary learning in order to help teachers understand these issues and follow the principles that will help them to develop effective vocabulary instruction. In addition, this paper reviews the current research on the most effective teaching strategies and techniques for L2 vocabulary learning and teaching. The results of the study emphasize the importance of vocabulary instruction on vocabulary learning. Therefore, teachers should evolve their vocabulary instruction to be more effective which will affect positively on their learners’ vocabulary development. In addition, this paper familiarizes teachers with various useful teaching methods and techniques to enhance vocabulary teaching and learning processes.

Citation: Asma AlRashidi  (2021) Using Mixed Strategies and Techniques to Enrich and Enhance L2 Vocabulary Learning, International Journal of English Language Teaching, Vol.9, No.4, pp.36-46

Keywords: Issues, L2 vocabulary learning, Teaching Methods, Techniques, vocabulary instruction

Influence of Teaching Methods on Students’ Performance in Kiswahili Poetry in Secondary Schools in Lugari Sub-County, Kenya (Published)

The 2002 revised curriculum for Kiswahili for secondary school education in Kenya incorporated content on poetry. Students have continually performed poor in Kiswahili paper 102/3 in Kenya Certificate of Secondary Education (KCSE) with the poetry section being the most failed. The purpose of the study was to investigate the influence of instructional methodology on students’ performance in poetry in Kiswahili in Kenyan secondary schools, taking a case of Lugari Sub-County. The objective of this paper is to present and discuss the research findings on the methods and teaching resources used by teachers of Kiswahili in teaching poetry. The study was based on Dale’s cone of experience theory which states that learners retain more information by what they ‘’do’’ as opposed to what they ‘’hear’’, ‘’read’’ or ‘’observe.’’ The study adopted a survey research design. It targeted secondary schools in Lugari Sub-County, Kakamega County in Kenya. The researcher used stratified sampling to place schools into three strata; four schools per strata were sampled making a total of twelve schools with twelve teachers of Kiswahili from the sampled schools. Purposive sampling was used to sample Form Three students. Data were collected using two sets of questionnaires, observation checklist, and document analysis. Descriptive statistics were used to analyse the obtained data and findings placed under themes. It was found that oral questioning and lecture methods dominated poetry in Kiswahili lessons. Therefore, the research recommends that teachers of Kiswahili should explore a variety of interactive teaching methods to enhance students’ mastery of content.

Keywords: Influence, Kenya, Kiswahili Poetry, Lugari, Performance, Secondary Schools, Students, Teaching Methods

Attaining Christian Religious Studies Learning Outcomes through Effective Teaching Methods among Secondary School Pupils in South East Geo-Political Zone of Nigeria (Published)

The study geared to investigate attaining Christian Religious studies learning outcomes through effective use of teaching methods among secondary school pupils in South East geo-political zone of Nigeria. A research question guided the study. The study adopted a descriptive survey design. South East geo-political zone was the area of study and comprised all Christian Religious Studies (CRS) teachers in the geographical area with estimated population of 810. The study adopted a multiple sampling techniques in which 500 CRS teachers were selected as the target population. Instrument for data collection was fixed response questionnaire. Mean was the instrument for data analysis Result shows that effective application and appropriate use of method would help greatly in attaining CRS learning outcomes in the lives of secondary school pupils in South East geo-political zone of Nigeria. Based on the finding recommendations were made on attaining CRS desired learning outcomes among pupils in the area that formed the major contribution of the study.

Keywords: Attaining, Christian Religious Studies, Effective Application, Objectives, Teaching Methods


Tertiary Students’ studying statistics usually process statistical information in different ways depending on their programme of study. Teaching methodologies for transmitting statistical information to students also vary considerably depending on the type of programme being taught, a trade-off between the two must be sought for, it is therefore necessary to determine what is most likely to trigger each student’s concentration, and how to maintain it. The study examined the distribution of learning styles of accounting, statistics and engineering students among the four learning styles and its implication to teaching in higher institutions. Data for the study was collected using Solomon and Felder’s ILS questionnaire. Purposive sampling technique was used to select the respondents; the responses from each person’s questionnaire were entered into Felder’s self-scoring web based instrument. The output was further analyzed via SPSS version 17. The results showed that there were remarkable differences in the distribution of the programme of study to the learning styles. Majority of the students belonged to the active, visual, sensing and sequential learners. There was sufficient evidence to believe that differences existed among the active-reflective learners and program of study. The multiple comparisons method gave pair-wise significance among the active-reflective group of learners. The pair business and statistics was pair-wise significant (P = 0.016 < 0.05), the pair Business and Engineering learners was not significant (p = 0.197 > 0.05) finally, the pair Engineering-Statistics Learners was highly significant (p = 0.004< 0.05). For statistics to have practical relevance and provide the various categories of students with the opportunity to understand how the concepts can be applied in the world of work. It is highly recommended to lecturers to conduct need assessments to find the learning styles of their students and structure their teaching methods to satisfy the needs of the students.

Keywords: Higher Education, Teaching Methods, learning styles, statistics


The statistics syllabus meant for the business students in Tertiary institutions cannot be presented in the same manner as it is presented to purely statistics students; neither can it be taught as an isolated course. It should be structured in such a way that it will fit into the broad objectives of the entire business curriculum. If the syllabus does not fit into the main objective of the business curriculum, it is likely to become unattractive to them. The processing of statistical information by students is done in various ways; the pedagogy of transmitting statistical information to students also varies considerably. There is therefore the need for a balance between these two ends. This study adopted the content and document analysis approach to present summary of innovative methods that have been tried in some Tertiary schools and had yielded results to facilitate the trade-off that should exist between learning behaviors of students and teaching methods of lecturers. As of first importance, each lecturer should conduct a need assessment of the learning styles of the business students and implement the results of the findings. There need to be collaboration between industries and the institution to the effect that real-life data on business situations would be collected and used as examples in classrooms. The method of presentation of the lessons should also be varied to suit the various learning needs of the students: peer tutoring, group work, field trips and study, oral presentation of reports, role plays, simulations and use of spreadsheet. Various assessment procedures should be adopted to include; project assignments, oral presentations, interpretation of business situations and some computations. Most importantly, the lecturer should present himself as a real person to the student with the view of creating a conducive atmosphere suitable for learning. These techniques have been validated through carefully documented and repeatable researches and therefore there is no doubt about their usefulness and workability. When there exist gaps between learning behaviors of students and the teaching styles of the lecturer, the students become bored and not attentive in class, they perform poorly in examinations, get discouraged, and in some cases drop out of school. If the trade-off is achieved, all students will be taught partly in their preferred learning styles, which lead to an increased comfort level and willingness to learn

Keywords: Teaching Methods, business statistics, innovative methods, learning behaviors


In the scope of teaching English as a foreign language, and more specifically teaching speaking, this study reflects the attitudes and anticipations English language teachers-to-be have towards the “Conversation Course” provided by the College of Basic Education in Kuwait. The study is based on the analysis of 106 questionnaires distributed to first year college students registered in the conversation class at the time of the study. In addition, 28 students were interviewed to observe vividly their expectations from the conversation course. Both, the questionnaire and the interviews, aimed at knowing how the students perceived the conversation class at the end of the semester. The study shows that the majority of students feel that they have benefited from the conversation class in different domains; yet, many required a clearer outline of the course. Between their fondness for the conversation course and confusion of its aims, English language students understand their need for the course, and perhaps an extra advanced one too.

Keywords: EFL, English Language, Four Skills, Speaking, Teaching Methods


Teacher always played a significant role in the intellectual and moral development of students by using various techniques, assessments and methods to improve the student’s achievement in school’s subjects. This study therefore focuses on the effect of teacher factors; assessment interval, communication language, the distance of residence, the teacher’s personal characteristics (gender, age, academic and professional qualification, designation, experience and in-service training) on the 9th class student’s achievement in three subjects, English, Chemistry and Mathematics at secondary level. The population of the study comprised all “public sector” secondary schools, male and female teachers and boys’ and girls’ students. A total of 16 secondary schools (08 male and 08 female), 114 secondary school teachers (66 male and 48 female) and 2404 students (1400 boys and 1004 girls) were selected through purposive sampling techniques. Multiple statistical procedures, Spearman and Pearson correlation, mean and standard deviation were employed to obtain stronger validity to the study. The results of the study revealed that there was no significant relationship between many teachers’ related factors and the student’s achievement at the secondary level.

Keywords: Assessment, Language, Qualification, Teaching Methods, Training

Transforming Implementation of Entrepreneurship Education Programme in Technical Training Institutions in Kenya (Published)

Effectiveness of implementation of entrepreneurship education programme in technical training institutions in Kenya is in question. Teaching and assessment methods used by teachers are insensitive to entrepreneurship learning, and the training resources provided by the institutions are insufficient. The study examined factors influencing implementation of the programme as conducted in tertiary technical institutions in Kenya. It investigated the influence of teaching and assessment methods, teachers’ network with entrepreneurship practitioners, and availability of training resources. A census survey of entrepreneurship education teachers in technical training institutions in Nairobi County was conducted, using a structured self-administered questionnaire. Data were analyzed using SPSS. The findings show that teachers routinely use traditional teaching and assessment methods, and institution administrations do not provide sufficient training resources or support teachers to develop networks with entrepreneurship practitioners. Recommendations include sensitizing teachers to use pedagogies that maximize entrepreneurial learning, and administrators to provide sufficient resources; also establishing a national policy framework to enforce effective programme implementation.

Keywords: Assessment methods, Entrepreneurship education, Teacher’s network, Teaching Methods, Training resources

Perception of Teachers and Students towards Methods Used In Teaching and Learning of English Writing Skills in Secondary Schools (Published)

Writing skills are important for effective communication. However, the development of writing skills among learners depends on the methods used in teaching and learning. Recent survey of writing competence among students in schools shows that majority of them cannot write properly. This raises concern regarding methods used in teaching and learning. Low levels of writing skills in West Pokot have greatly affected overall mean scores in the Kenya Certificate of Secondary Education (KCSE) examinations for the years 2009 to 2011 with mean scores dropping from 7.66 to 5.09. The purpose of the study was to determine the perceptions of teachers and students towards the methods used in teaching and learning of English writing skills in secondary schools in West Pokot County of Kenya. The objectives of the study were first, to establish teachers and students perception of methods used in teaching and learning of writing skills and second, to compare teachers and students perceptions of methods used in teaching and learning writing skills. The study population was 31 teachers of English and 2580 form four students. The sample size included 31 teachers of English and 334 form four students selected through simple random sampling technique. Data was collected through questionnaires and analyzed by use of mean and t-test. The study revealed that both teachers and students had negative perception towards methods used in teaching and learning of English writing skills and this was not statistically different(p-value=0.1594).

Keywords: Perception, Teaching Methods, Writing Skills